This work aims to analyze the social vulnerability of students in the disciplines taught in distance education in the context of the COVID-19 pandemic. This is a theoretical study, reflective analysis on the various issues of social vulnerability, focusing on how students experience distance learning within the social isolation obligation context. The following points are based on literature review with discussion: Distance learning as a realistic response on the fight against social isolation and social vulnerability, on higher education students, while aiming to avoid losing any semester topics. As a result, it is important to highlight the student's requirements in terms of preparation with information and communication technologies and, especially, those in a situation of social vulnerability who do not have all the necessary resources to access contents taught in this teaching modality, at a distance. There must be a perception of diversity, accessibility and the principles of inclusion so that the demands of students in situations of social vulnerability can be met in an equitable way.